i
IMPROVING STUDENTS’ ABILITY IN WRITING SKILL
USING
STAD
TECHNIQUE TENTH YEAR STUDENTS OF
SMA MUHAMMADIYAH (Plus) SALATIGA IN THE
ACADEMIC YEAR OF 2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for
the degree of Sarjana Pendidikan (S.Pd)
By:
NURUL ALFIATUN KHASANAH
11314089
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
v
MOTTO
“For indeed, with hardship [will be] ease. Indeed, with hardship [will be] ease.”
(Q.S. Al Inshirah: 5-6) and
“However difficult life may seem, there is always something you can Do and
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DEDICATION
This graduating paper is dedicated to :
1. My beloved father and mother (Mr. Zainal and Mrs. Parti), who always support to mematerially and morally. Thank you for giving me endless love and prayer, thank you for raising me up to more than I can be.
2. My beloved father and mother in Panti Asuhan Putri Aisyiyah orphanage (Mr. Sulaiman Ghafar Songge, S.Ag and Mrs. Pursini, S.Ag).
3. My beloved brother and sister (Pendi, Endang, Eni, and Laela). 4. My fiance (Arum Tri Laksono).
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ACKNOWLEDGMENT
Assalamu’alaikum Wr. Wb.
Alhamdulillahirabbil’alamin, all praises be to Allah SWT the Most
Gracious and Most Merciful who always blesses and helps the researcher, so the researcher can finish this graduating paper as one of the requirements for Sarjana Pendidikan (S.Pd.) in English Education Department of Teacher training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Peace and salutation may always be given to Prophet Muhammad SAW. who has guided as from the darkness to the brightness. However, this graduating paper will not be finished without support, advices,help, and encouragement from several people and institution. Hence, the researcher would like to express special gratitude to:
1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty. 3. Noor Malihah, Ph.D. as the Head of English Education Department. 4. Dr. Setia Rini, M.Pd. as the counselor who has supported, directed, and
given advices, suggestions, and recommendations for this graduating paper from the beginning until the end.
ix ABSTRACT
Khasanah, Nurul Alfiatun. 2018. Improving Students’ Ability in Writing Skill Using STAD Technique Tenth Year Students of SMA Muhammadiyah (Plus) Salatiga in the Academic Year of 2018/2019. A graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies Salatiga.Counselor: Dr. Setia Rini, M.Pd.
This research aims to find out the implementation and to know the result of used STAD technique can improve the students’ ability in writing skill tenth year students of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019. The participants of this research are 20 students.
The methodology of this research was classroom action research. The research consisted of two cycles and each cycle consisted of four steps, they were; planning, acting, observing, and reflecting. The research consisted of two cycles and each cycle of three parts, they were; first part is pre-test, second part is treatment, and third part is post-test. The data collected were qualitative but also supported by quantitative data. The qualitative data were gained through observation, documentation and short videos. Meanwhile, the quantitative data was collected from the test. The researcher used SPSS 20.00 for analyzing the test
The researcher finds that there is a significant improvement on students’ writing skills after treatment by use STAD technique in cycle I and cycle II. The result of pre-test in cycle I is 0% of the students who reach the passing grade. The total presentation of the students who can reach the passing grade in the post-test cycle 1 is 35%. The result of pre-test in cycle II is 35% of the students who reach the passing grade. The total presentation of the students who can reach the passing grade in the post-test cycle II is 90%.The sig. 2 tailed cycle I and cycle II was 0.000 and the significant (α) cycle I and cycle II was 0.05 by 95% significant level with N-1 (20-1) for df 19. Thus,based on the result, it is accepted that STAD could improve students’ ability in writing skill. Then, the target presentation of the passing grade has been achieved significantly more than the researcher expected at 85% level.
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TABLE OF CONTENT
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR’S NOTE ... iii
STATEMENT OF SERTIFICATION ... iv
MOTTO... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
LIST OF APPENDICES ... xv
CHAPTER I: INTRODUCTION A. Background of the Research ... 1
B. Problems of the Research ... 4
C. Objectives of the Research ... 5
D. Significances of the Research ... 5
E. Hyphotesis and Success Indicator ... 6
xi
G. Graduating Paper Outlines ... 18
CHAPTER II: THEORETICAL FRAMEWORK ... 20
A. Supporting Theories ... 20
1. Writing ... 20
a. Definition of Writing... 20
b. Purposes of Writing... 21
c. Teaching and Learning Writing ... 22
d. Writing Process ... 24
e. Types of Classroom Writing Performance ... 28
2. Genres ... 31
a. Recount ... 31
b. Report ... 31
c. Narrative ... 32
d. Procedure... 32
e. Descriptive ... 32
1) The Definition of Descriptive Text ... 32
2) Features of Descriptive Text ... 33
3. Student Team Achivement Division ... 33
a. Definition of Student Team Achievement Division... 33
b. Steps of Student Team Achievement Division Technique ... 35
c. Advantages of Using Students Team Achievement Division (STAD) Technique ... 37
xii
CHAPTER III: IMPLEMENTATION OF RESEARCH ... 44
A. The Procedures of the Research ... 44
1. Cycle I ... 44
2. Cycle II ... 46
3. The Minimal Standard of Successful ... 48
CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS ... 49
A. The Result of the Research ... 49
1. Research Finding ... 49
a. Cycle I ... 49
b. Cycle II ... 62
B. Discussion ... 75
CHAPTER V: CLOSURE ... 78
A. Conclusions ... 78
B. Suggestions ... 80
REFERENCES
xiii
LIST OF TABLES
Table 1.1 List of Students’ Name of X MIPA ... 10
Table 1.2 Research Schedule ... 11
Table 1.3 Form of Students’ Observation Checklist Cycle I ... 13
Table 1.4 Form of Teachers’ Observation Checklist Cycle II ... 14
Table 4.1 Form the Result of Students’ Observation Checklist Cycle I ... 56
Table 4.2 Form the Result Teachers’ Observation Checklist Cycle I ... 56
Table 4.3 The Students’ Score of Pre-test and Post-test Cycle I ... 58
Table 4.4 Count of Passing Grade of the Pre-test and Post-test Cycle I ... 59
Table 4.5 Descriptive Statistics Cycle I ... 59
Table 4.6 Paired Samples Test Cycle I ... 61
Table 4.7 Form the Result of Students’ Observation Checklist Cycle II ... 68
Table 4.8 Form the Result Teachers’ Observation Checklist Cycle II ... 68
Table 4.9 The Students’ Score of Pre-test and Post-test Cycle II ... 70
Table 4.10 Count of Passing Grade of the Pre-test and Post-test Cycle II... 71
Table 4.11 Descriptive Statistics Cycle II ... 72
xiv
1 CHAPTER 1 INTRODUCTION
In this chapter, the researcher presents the background of the research, research questions, objectives of the research, significances of the research, hypothesis and success indicator, research methodology and graduating paper outlines.
A. Background of the Research
English is one of the international languages used by most of the people in the world for some person to communicate and interact with others. McKay (2002:12) argued that English is used both in a global sense for international communication between countries and in a local sense as a language of wider communication within multilingual societies. However, English has become the most widely studied foreign language today. In Indonesia, English has become the first foreign language which is taught from Kindergarten level up to university.
2
time. According to Richard & Renandya (2002:303), writing is the most difficult skill for second language learners to master.
Writing is one of language skill that should be improved and mastered by students. According to Gelb (1962:11), Writing began at the time when man learned how to communicate his thought and feelings by means of the visible sign, understandable not only to himself but also to all other persons more or less initiated into the particular system. It is a tool to communicate with others which a writer can transform meanings, opinion, ideas thought, or others. It influenced the way we think. It is a part of language expression. It is one of ability that helps us in developing our languages and allows us to express ourselves to others in more effective ways.
In the English learning process, writing becomes one of the very difficult activities. Many difficulties faced in their learning. The problems are such as the mastery of vocabulary, grammar, and diction. Most of the students are poor at writing. The students faced difficulties in writing text. I conductedan interview on Thursday, July 19th 2018 with Mrs. Farah, the teacher of SMA Muhammadiyah (Plus) Salatiga. The researcher asked some questions to the teacher. The first question was about the students participation in the teaching and learning process. The teacher said that the students’ participation are depending on their classes, there were active and passive classes.
3
The third question is about what the students difficulties in writing. The teacher said that most of the students had difficulties in memorizing vocabulary, lazy to read and open the dictionary at home, lazy to review their lesson that given by the teacher. So, that when they read textbooks or make a paragraph, they frustrated and confused to generate, to organize, and to turn their ideas into a good sentences or paragraphs.
Learning writing is learning about how to express the language in written form also learn about genre test, such as narrative, descriptive, recount, etc. It trained the students in writing ability. Through genre text, they will increase their writing. It can help the teacher to know how far the students' understanding of the material, especially in learning writing. As we know that to learn the foreign language, it takes many times. So, as a teacher must have an appropriate way to teach this subject and to solve these problems, the teacher's role really important to help the students in their learning process.
4
STAD is one of the simplest methods to conduct of all cooperative learning method, and it is the good approach for the students (Slavin, 1995:25). It was more effective in cooperative learning methods for improving students learning of a clear objective in language rules and skills. This method is a collaborative learning strategy in which small group learners with different level of ability together to accomplish a shared learning goal (Slavin, 1978).
From the explanation mentioned above, the researcher conducts a classroom action research in SMA Muhammadiyah (Plus) Salatiga. The researcher will conduct a research entitled “Improving Students’ Ability in Writing Skill Using STAD Technique Tenth Year Students of SMA
Muhammadiyah (Plus) Salatiga in the Academic Year of2018/2019”.
B. Problems of the Research
Based on the background of the research, the researcher decides the problems of the research as follows:
1. How is the implementation STADtechnique to improve students’ ability in writing skilltenth yearstudents of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019?
5 C. Objectives of the Research
Based on those problems of the research, the objectives of this research as follows:
1. To find out the implementation STAD technique can improve students’ ability in writing skill tenthyear students of SMA Muhammadiyah (Plus) Salatigain the academic year of 2018/2019.
2. To find out the result of students’ ability in writing skill after using STADtechnique tenthyear students of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019.
D. Significances of the Research
The researcher hopes that this research isuseful for the students, the teacher, the school, the reader and the researcher especially about improving students’ ability in writing skill using STAD technique for tenth year students
of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019 as the statement below:
1. For the students
The students can be motivated to learn English creatively, because they are learning while playing, so it is interesting for the students.
2. For the teacher
6
The technique that was used in the research process can be used as the reference for the teacher to teach English.
3. For the school
If the research is done, the school can take the benefit of the increase students' writing skill. It can be used as the input of the data and the foundation to take the next action or decide for teaching and learning process.
4. For the writer
By doing the research, the writer hopes that she can study and get more information to identify the problem in students’ writing skill.
Besides that, the writer will get new experience and knowledge for the future of her life.
5. For the other researcher
The researcher hopes that the result of this research can be used as a reference for other researchers this study will give any benefits and can help them in solving their problem. The researcher wishes this research can motivate them to do other studies. Therefore, it will be a guide for them to describe and explain some procedures for the research part by part.
E. Hypothesis and Success Indicator
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those problems by implementation Student Team Achievement Division (STAD) technique. By conducting this research, the researcher proposed a hypothesis: using Student Team Achievement Division (STAD) technique can improve the students’ ability in writing.
The success indicator of this research is Lesson Plan (RPP). The students' success and failure in doing the activities in cycle I and cycle II will be assessed by referring to the criterion of the passing grade (KKM). The passing grade of English lesson in SMA Muhammadiyah (Plus) Salatiga is 71. The teacher and the researcher expect that there are at least 85% of the students who pass the passing grade.
F. Research Methodology 1. Research Design
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Kemmis, et al (2014:6). There are four steps namely planning, acting, observing, and reflecting. There will take two cycles in this action research, which can be explained as follow:
a. Planning
In this step, the researcher needs to prepare instrument to support their learning process such as preparing material, making lesson plan, preparing sheets for classroom observation and pre-test and post-test to measure students' achievement in writing text.
b. Acting
This step conducted from the implementation of the technique prepared in the planning, they are:
1) Giving pre-test.
2) Teaching writing descriptive text using Student Team Achievement Division (STAD) technique in the class.
3) Giving post-test.
c. Observing
9 d. Reflecting
Based on the result of the observation, the researcher makes an evaluation to the students while teaching-learning process. It is an important action if the researcher finds the problem of the students in the first cycle. The researcher will do better in the next cycle.
Four activities in each cycle can be described as follows:
Based on Kemmis and Taggart (1988:14) in Hopkins (2014:61).
2. Subject of the Research
10
Table 1.1: List of Students’ Name of X MIPA
No Students’ Name Sex
1 AFI MALE
2 AS MALE
3 ARP FEMALE
4 APU FEMALE
5 BS MALE
6 CCA FEMALE
7 DKN FEMALE
8 FI FEMALE
9 RF FEMALE
10 SAP FEMALE
11 SK FEMALE
12 SNAA FEMALE
13 SS FEMALE
14 VRH MALE
15 WFA MALE
16 WA FEMALE
17 AS MALE
18 AL FEMALE
19 LS FEMALE
11 3. Steps of the Research
In conducting the research, the researcher carries out the steps which summarized in the following research schedule. The research schedule is shown in table 1.2.
Table 1.2: Research Schedule
to consult the lesson plan
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4. Techniques of Data Collection and Research Instrument
Collecting data is important to conduct a research. Data collection is used to gather information. Suyadi (2015:84) said that data collection techniques are the method used by researchers in recording data (information) needed. In general, in this section describes the information relating to indicators contained in actions, such as the life of student discussion, the use of teaching aids, the application of cooperative learning methods, and student learning outcomes. In this study the researcher uses three data collection methods are as follows:
6 August 2nd, 2018 Doing action in the class
Doing action in the class
(cycle 2)
Post-test
13 a. Observation
Nunan (1993:93) explains that classroom observation is an observation that focusses on the understanding of how social event of the language classroom are enacted. In this classroom observation, the researcher observes students and teacher activities in writing skill. The observation consists of two cycles. They are cycle I, and cycle II. The researcher used the checklist observation to make it more systematic. It consists of students’ and teachers’ observation checklist. In filling the observation checklist, the researcher will use mark “√”. The students’ observation checklist came from Suyadi (2015:16) is written
below:
Table 1.3: Form for Students’ Observation ChecklistModified from Suyadi
(2015:61)
No The Students’ Activity Yes No Description
1 Paying attention
2 Asking question
3 Responding to question
4 Accomplishing task
5 Being enthusiastic in
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The next is teachers’ form observation checklist to observe the teacher activity in the learning process by Sumadayo (2013:84-85). The teachers’ observation checklist is written below:
Table 1.4: Form of Teachers’ Observation Checklist Modified from Sumadayo
(2013:84-85)
No The Teachers’ Activity Yes No Description
1 Greeting and prays before the
lesson begins
2 Checking student attendant
3 Reminding previous material
4 Giving an explanation of the
material
5 Use of STAD Technique to
teach writing text
6 Giving opportunity for asking
question
7 Answer the students' question
8 Help student’s difficulties
during learning
9 Giving feedback after the
15 10 Prays after the lesson
b. Test
The researcher will give the students the pretest and post-test, to get the data. The function of pretest is to know how far the students’ achievement in writing text before applying “student team
achievement division” technique. The function of post-test is to know the students’ achievement in writing text after applying “student team
achievement division” technique. c. Documentation
The researcher needs some documentations and data to know how the situation of this study in the school. Documentation included the teaching and learning process in English subject and other documents at SMA Muhammadiyah (Plus) Salatiga. In this research, the researcher uses photos and short videos as the documentation. 5. Data Analysis
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researcher observes and analyze the process by using the qualitative method. After the scores are given to the students, the researcher analyzes it by using the quantitative method. Here is the explanation of both qualitative and quantitative data:
a. Qualitative Data
Khotari (2004:3) argued that the qualitative data is very important to discover and analyze the motivate of behavioral science of humanity. In this research, the researcher will describe and analyze the qualitative data of the observation checklist.
b. Quantitative Data
After describe and analyze qualitative data, the researcher needs to establish the validity of the score from the quantitative data. According to Khotari (2004:3), Quantitative research is a process based on the measurement of quantity. Reinforcing those statement, Muijs (2004:1) complemented that "Quantitative research is explaining phenomena by collecting data that are analyzed using mathematically based method (in particular statistics)."
1) Score the Students’ Test
17
data related to the students’ paragraph writing test of writing
ability.
2) Calculate the Result of the Test
After the scoring of student's test, the researcher calculates the data using the t-test to resolve there was a significant difference in cycle I in cycle II. The researcher used Statistical Package for the Social Science (SPSS) for analyzing the data. Muijs (2004:85), said that SPSS is a general purpose statistical analysis software packages to calculate the mathematical equations for the data. In practice, the researcher will use SPSS Base. SPSS Base has a number of add-on modules that extend the range of data entry, statistical, or reporting capabilities. It also provides methods for data description, simple inference for continuous and categorical data and linear regression.
The steps for analyzing by using SPSS as follow:
a) Open SPSS
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c) Click Data View, then click Analyze, choose Descriptive Statics and click Descriptive. Move the pretest and posttest into variable (s). Then click Ok. Copy the result of the descriptive statistic.
d) Click Analyze, choose Compare Means and then click the Paired-Sample T-Test. Then copy the result into word.
G. Graduating Paper Outlines
This research is divided into five chapters. Chapter 1 is Introduction. In this chapter, the researcher explains about the background of the research, problems of the research, objectives of the research, significances of the research, hypothesis and success indicator, research methodology, and graduating paper outlines.
Chapter II describs as a theoretical framework that related to the literature. It consists of supporting theories described the definition of writing, purposes of writing, teaching and learning writing, writing process, types of classroomwriting performance, genres, definition of descriptive text, the features o descriptive text, definition of student team achievement division, steps of student team achievement division technique, and the last is the advantagesof using student team achievement division.
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Chapter IV presents research findings and data analysis. This chapter consists the result of the implementation student team achievement division technique to improve students’ ability in writing skillfor tenthyear of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019.
Chapter V, as in the last chapter, this research contains the conclusion and suggestion of the research based on the analysis in chapter four. The conclusions state the answer to the research questions about the improvement and significant influence of students’ ability in writing skill by using student
20 CHAPTER II
THEORETICAL FRAMEWORK
In this chapter consists of supporting theories and the review of previous research. Supporting theories described some information involving: writing, genres, and STAD technique.
A. Supporting Theories 1. Writing
a. Definition of Writing
Writing is one of the most important things in the process of learning English. Writing is a kind of skill that expects the students to produce a text by using English. They have to write about what they think in their mind and state it by using the correct procedure. There are several definitions of writing that can be studied. Meyers (2005:2) stated that:
Writing is a way to produce language, which you do naturally when you speak. Writing is speaking to others on paper or on a computer screen. Writing is partly a talent, but it is mostly a skill, and like any skill, it improves with practice. Writing is also an action-a process of discovering and organizing your ideas, putting them on a paper, and reshaping and revising them.
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Moreover, Hyland (2004:5) states that writing is a way of getting things done. To get things done such as, describing something, telling a story, requesting an overdraft, drafting an essay, and so on. One must follow certain social conventions for organizing messages, and these conventions can be described and taught.
Nunan(2003:88) also defines that writing is the process of thinking to invent ideas, thinking about how to express in good writing, and arranging the ideas in statement and paragraph clearly.
Writing is among the most complex human activities. It involves the development of a design idea, the capture of mental representations of knowledge, and of experience with subjects (Jozcef, 2001:5).
Based on the definition above, it can be concluded that writing is a complex process of organizing the ideas, then express the idea into sentence or paragraph.
b. Purposes of Writing
According to Halliday (1985) suggested some purposes of writing in cited Nunan, (1995:84) include the following:
1) Primarily for action
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television and radio guides; bills; menus; telephone directories; ballot papers; computer manual; monitors and printouts. For this purpose, people can do anything suitable for the procedure that written in the product or place.
2) Primarily for information
There are some products of writing text in this purpose like a newspaper, (news, editorials) and current affairs magazines; hobby magazines; non-fiction books, including textbooks; public notices; advertisement; political pamphlets; scholastic, medical, etc. reports; guidebooks and travel literature.
3) Primarily for entertainment
With the writing text, people can do anything and get some information. The purpose of writing is entertained people or reader. For the examples of the purposes are light magazines, comic strips; fiction books: poetry and drama; newspaper features; film subtitles; games, including computer games. c. Teaching and Learning Writing
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for teaching writing to students include reinforcement, language development, learning style and writing as a skill in its own right. 1) Reinforcement
Some students acquire languages in a purely oral way, but most of us benefit greatly from seeing the language writing down. The visual demonstration of language construction is invaluable and it is used as in aid to committing the new language to memory. Students usually find the visual demonstration is useful to write sentences. It is useful to write sentences using new language shortly after they have studied it. 2) Language development
The actual process of writing (rather like the process of speaking helps us to learn as we go along. The mental activity we have to go through in order to construct properly written texts is all part of the learning experience. The students can improve their experience with writing.
3) Language style
24 4) Writing as a skill
The last one important reason why students must learn writing is writing as a skill. Students need to know how to write letters, how to put written reports together, how to write using electronic media, how to replay advertisement and increasingly. Students also need to know of writing's special intervention like punctuation, paragraph, construction, and vocabulary.
d. Writing Process
According to Segal and Pavlik (1950:xiv), Writing process was designed to lead students through the writing process and provide a variety of activities to help them master the wide array of writing skills necessary for academic writing. While most writing texts concentrate on the end product, giving students little guidance about how to produce it.
Although the concept of writing as a process focuses on the course, traditional areas of instruction such as paragraph form, mechanics, and grammar are practiced. The accentuation, however, is on the grammatical and lexical features that serve to unify a paragraph. The following steps come from Segal and Pavlik (190:xiv) which is explained about:
1) Organizing Ideas
25
information in a paragraph, and organizing different types of paragraph. They are expected to be able in organizing an idea in the written form.
2) Developing cohesion and style
In this section will focus on the grammatical and lexical features that serve to unity paragraph.
3) Using correct form
Each chapter serves practice with the mechanics of writing such as paragraph form, spelling, punctuation, and capitalization. Students should pay attention to mechanic aspects.
4) Writing the first draft
Because most of the students do not realize that good writing is usually the product of many revisions, they are explicitly told that the first paragraph they write is the only draft. So that, students passed the writing first draft at first before going on to the next steps.
5) Editing practice
After writing the first draft, one of the most important skills for students to master is the ability to edit their work. 6) Editing your writing
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It means they should re-editing their writing by concerning several points.
7) Writing second draft
After students have had a chance to revise and edit their compositions are they required to hand in neatly written papers for the teacher’s evaluation.
8) Sharing
This section provides ideas on how the student can communicate with each other through their writing. Suggestions include using the writing as the basis of debate or discussion. It can be called as exchanging one-to-other minds about their writing.
9) Using feedback
This section brings through students to use their teacher's feedback to help them evaluate their progress and take responsibility for improving their writing. The feedback could be in spoken or written form.
27 1) Prewriting
During prewriting, the first step of the writing process, authors will generate ideas and put thoughts in order.
2) Drafting
Each use of the writing process is likely to take most students a similar amount of time, although the steps on which they spend their time may vary. For example, if students spend the time on their prewriting, they will gain it back while drafting; if they rush through the prewriting, they may take longer to draft.
3) Self-revising
Revising is often neglected in the writing process. Students often times that they have already written the paper, and they see any extra work, such as revising, as just that extra work. But, in revising lies the greatest potential for learning. Students learn techniques to make their writing will better during the revision session. Technically, they can apply their draft the next time. Students will see "before" and "after" version.
4) Peer adult revising
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recommendation of small group collaboration on problem-solving activities related writing.
5) Editing
Editing as part of the writing process should first be done by the author. Students often forget to be aware of punctuation, capitalization, agreements (sentences agree in number and tense), and tense (tense consistent throughout). Scrubbed clean of errors and sparkling with style, your students' writing is ready to publish.
6) Publishing
The obvious publishing task is for students to rewrite their drafts, preferably on a computer or they can serve writing in paper with a pen.
e. Types of Classroom Writing Performance
Talking about writing performance, there are some kinds that we should know. Dealing with that, Brown (2000:343) suggested that types of classroom action research divided into five major categories of classroom writing performance, they are:
1) Imitative or writing down
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can serve to teach and test higher-order processing as well. Dictations typically involved in the following steps:
a) Teacher reads a short paragraph once or twice.
b) Teacher reads the paragraph in short phrase units of three or four words each, and each unit is followed by a pause. c) During the pause, students write exactly what they hear. d) The teacher then reads the whole paragraph once or two or
more at normal speed so students can check their writing. e) Scoring of students' written work can utilize a number of
the rubric for assigning points. Usually spelling and punctuation, and grammatical errors.
2) Intensive or controlled
Writing is sometimes used as a production mode for learning, reinforcing, or testing grammatical concepts. This intensive writing typically appears in controlled, written grammar exercises. This type of writing does not allow much if any, creativity on the part of the writer.
30 3) Self-writing
Writing with only the self in mind as an audience is a significant proportion of classroom writing. The category in the classroom is note-taking, where students take note during a lecture for the purpose of later recall. Diary or journal writing also falls into this category.
4) Display writing
It was noted earlier that writing within the school curricular context is a way of life. For all language students, short answer exercises, essay examinations, and even research reports will involve an element of the display.
5) Real writing
Every classroom writing task will have an element of display writing in it, some classroom writing aims at the genuine communication of messages to an audience in need of those messages. The two categories of real and display writing are actually two ends of the continuum, and between the two extremes lies some combination of display and real writing. Three subcategories illustrate how reality can be injected:
31
b) Vocational/technical: Quite a variety of real writing can take place in classes of students studying English for advancement in their occupation.
c) Personal: Actually, in ESL class, diaries, letters, postcards, notes, personal messages, and other informal writing can take place, especially within the context of an interactive classroom.
2. Genres
Based on Standard Competencies and Basic Competencies of Curriculum 2013 revision in 2016, there are some types of writing which have to be taught in Senior High School. They are; descriptive, recount, narrative, procedure, explanation, analytical exposition, and news. However, the researcher chose descriptive text as the material for producing this research. According to Gerrot and Wignell (2013:154-164), there are many types of writing:
a. Recount
Recount is a kind of genre that has a social function to retell events for the events for the purpose of informing or entertaining. b. Report
32 c. Narrative
Narrative text is a type of written text that tells a story of one character or more who face the certain situation. Its purpose is to present a view of the world that entertains the reader or listener. d. Procedure
The procedure is a kind of genre that has a social function to describe how something is accomplished through a sequence of actions or steps.
e. Descriptive
Descriptive is a kind of genre that has a social function to describe a particular person, place or thing. The purpose of descriptive is to transmit to the reader what something looks like: 1) The Definition of Descriptive Text
Herein, the researcher provides two definitions from different expert related to descriptive text. First, according to Anderson & Anderson (1997:26) said that descriptive text is a piece of text that describes a particular person, place or thing. Second, according to Departement of Education and Communities of NSW (2011:3) descriptive is the text describes people, characters, places, events and things in an imaginative way.
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thing, event, and place using present tense. the examples of descriptive text can be mentioned as; descriptions of a particular building, descriptions of a specific animal, descriptions of particular place, descriptions of a specific person. The purpose of descriptive text is describe to present the reader with picture of person, subject or setting (Nawawi, 2011:26).
2) Features of Descriptive Text
A descriptive text usually has three main sections. According to Anderson & Anderson (1997:26), the first section is called general opening statement in the first paragraph, second section content of description the subject and the last section is a conclusion the paragraph at the end of the text. Mostly, a general opening statement in the first paragraph gives background information about introduces the subject of the description to the audience. It can give the audience brief details about the when, where, who or what of the subject. The second paragraph it would describe the feature and description of the subject. After that, the last of descriptive text is concluding paragraph signal the end of the text.
3. Student Team Achievement Division
a. Definition of Student Team Achievement Division
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experiencing learning activities. There are some techniques which have beendeveloped based on these methods. One of the techniques in this teaching model is student teams-achievement divisions, (Munawwarah, 2013:84). In this technique, Wichade (2006) said that students are assigned to four or five members learning teams that are mixed in performance level, gender, and ethnicity.
In addition, Student Team-Achievement Division is one of the methods that are developed by Slavin. In cooperative learning, students will seat together in a group to master the lesson from the teacher. All of the cooperative learning give ideas that students have to make good cooperation and responsibility in one group of learning, (Slavin, 2009:8).
In STAD, the teacher does a teaching, group discussion, and individual evaluation. Groups receive rewards or other forms of recognition based on their all group score, from their exercises, task, and pretest-posttest. In STAD approach, "Students are divided into some small group consisting four or five members who have a heterogeneous grouping of high, average, and low achievers of diverse ethnic backgrounds and different genders" (Palmer, 1998:1, cited Hayatunisa, 2014:2).
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Division consists of a regular cycle of teaching, a cooperative study in mixed-ability teams, quizzes, and recognition or rewards provided to teams.
b. Steps of Student Team Achievement Division Technique
Slavin cited in Norman (2005:6) outlines four key components in the implementation of STAD in the Classroom. They are “Classroom presentation, teams, quizzes and team recognition.”
Slavin (2005:143, cited Cholifah, 2015:24), then, adds another key component of STADthat is “individual progression score”.
1) Classroom Presentation
The subject matter of the STAD is explained by the teacher firstly in the classroom. Generally, the teacher’s
explanation is similar with the common learning, but this learning will be more focus on using STADtechnique. By applying this technique, the students will be aware that they have to fully pay attention to the subject material explained by the teacher because it will veryhelpful for them to do the quizzes. Later on, their quiz scores will determine their team’s scores.
2) Team
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participation of the classroom in the case of academic performance, gender, thorough bred and ethnic. This team has a function to make sure that every member of the team is able to do the quizzes well. A team is an important component in the STAD. Each member of the team has to make sure that all of the membersunderstood the material and to prevent misunderstanding. The team's activity will give the courage to the member of the team to be able to gain a good achievement. This method of the team also supports to improve students' academic performance. It also gives some interest and respectful value which brings good results like groups' relations, self-esteem, and acceptance of mainstream of students.
3) Quiz
Afterlistening to the teacher's presentation and practice on the team once or two times, the students will do the quiz individually. The students are not allowed to cooperate with each other. So, students will be responsible individually to understand the material.
4) Individual Progress of Score
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before. It also as the students' contribution to their own team. At the time, the students have to give their performance and effort seriously and maximum, so they will contribute to their team by the best scores and they will be a winner or the best achieved. (Cholifah, 2015:24)
5) Team Recognition
The teachers announce the best team in the meeting based on level of development in the test and give rewards to the best team.
In brief, the researcher applied all steps in order above such as classroom presentation, team, quiz, individual progress of score, and team recognition. To overview, the researcher asked the teacher to explained the materials about descriptive text to the students, make heterogeneous groups which contain 4-5 members, and then before giving quiz, each of group members must understand the presented materials. In the last, the researcher gave the reward to the winner of the quiz and students who are active and engaged in the class.
c. Advantages of Using Team Achievement Division (STAD) Technique
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There are five advantages of using STAD in English language teaching as follows:
1) Positive Interdependence. The success of the team is decided by the members' effort hence, every student in the team feel interdependence.
2) Individual Accountability. The success of the team depends on each member of the team, so that why the members have a task and responsibility that must be done.
3) Face to Face Promotion Interaction. STAD gives a chance to each member of the team to make interaction to transfer or receive information each other.
4) Participation Communication. It trains the students to participate and communicate actively in teaching and learning activity. 5) Team Evaluation. It educates the students on how to evaluate
and coordinate the task each other in a team (Rusman, 2011:212).
39 B. Review of Previous the Research
In the first research was done by Rumiarsih (2013) in her journal about the use of student team achievement division (STAD) strategy to improve the students speaking skill. The participants of this research consisted of 34 students of twelfth grade of TKR 2 in SMK Negeri 1 Madiun. In collecting the data, the researcher used two research instruments. There are observation and test. The finding of the research is the Students Teams-Achievement Division technique gave the positive influence on students' skill in speaking. The result of the data, almost all the students reached the minimum passing grade 75. Finally, the conclusion that can be drawn in using STAD strategy is successful in improving the students’ speaking skill.
The second research was accomplished by Tamzil (2012) in his graduating paper which discusses the implementation of STAD (Students Team Achievement Division) to improve students' vocabulary mastery. The participants of this research are 30 students of the first grade of SMAN 1 Terbanggi Besar. In collecting the data the researcher used observation and test. The finding of this research is that the Students Teams-Achievement Division gave the positive influence toward students' mastery in vocabulary. The results improve significantly. Highly total students who could get to the target are 28 students. It means that they were good enough in vocabulary after being taught through STAD.
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method in reading comprehension of narrative text. The participants of this research are 62 students in eleventh grade of MA Darul Ulum Semarang. In collecting the data the researcher used an experimental. In collecting the data, the researcher used the multiple choice test. The finding of this research is that the student teams achievement division gave the positive significance toward students' in reading comprehension. Based on the calculation result of the t-test was obtained count (1,594) was higher than t-table (1,162). it means that
there was a significant difference in reading comprehension improvement taught reading a narrative text by using student team achievement division (STAD).
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The fifth research was created by Fithri (2013) in her journal about the implementation of cooperative learning of student teams-achievement divisions technique in teaching reading comprehension. The participation of this research conducted with 36 students of Eight grade students at One Public School in Bandung. In collecting the data, the researcher used a case study through observation, interview, written documents, and dependent t-test to gain relevant data. The finding of the research is STAD technique gave enhancing student's reading comprehension skills. In addition, the result of the students’ responses toward the implementation of STAD technique in
teaching reading was positive. Thus, it is recommended that STAD technique is implemented in teaching reading comprehension.
The sixth research was accomplished by Wiraningsih,et al (2016) in their journal about the literature review of the developing speaking skill. The participants of this research conducted 88 students at grade XI of SMA Negeri 8 Palu. In collecting the data, the researcher used a cluster random sampling technique. The findings of the research gave the significance of the students' achievement between the pre-test and post-test. The result of the research it implied that the use of STAD can develop speaking skill.
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difference with students who were treated with STAD combined with TGT. The result of the data analysis showed that there were differences in learning outcomes between classes taught STAD only, TGT only, and STAD combined with TGT.
The eighth research was conducted by Ferina (2015) in her journal about STAD as a strategy for teaching reading comprehension. The participants of the research consist of 32 students (experimental group) and 31 students (control group) thus, the total number of the sample is 63 students of eight grades at SMP N 3 Banjarmasin. In collecting data, the researcher used a quasi-experimental design. The findings of the research, it can be interpreted that the use of STAD is more effective. Based on the research result using the t-test, it was found that the t value was higher than t-table (2.39315>2.000) which means that there was a significance.
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The last research was accomplished by Rijal,et al (2015) in their journal about model STAD in improving student learning outcomes cognitive. The participants of the research consist of 25 students at XI4 science high
school II Ambon. In collecting data, the researcher used action research, which is the acts performed by the teacher. The findings of the research gave an increased learning in class. The results of research can conclude that there were an increased learning outcomes students on the concept of the respiratory system in class XI4 science high schools 11 Ambon through the
application of model STAD of 66.4%.
44 CHAPTER III
IMPLEMENTATION OF RESEARCH
In this chapter consist of the procedures of the research. Procedures of the research explain some information involving: Cycle I, Cycle II and the minimal standard of success.
A. The Procedures of the Research
The researcher used the classroom action research in collecting data. There are four steps in one cycle for doing actions research such as planning, acting, observing, and reflecting. In this research, the researcher conducted the research into two cycles: cycle I and cycle II. The researcher did a collaboration with the English teacher who teaches in the class of X MIPA. The activities in each cycle as follows:
1. Cycle 1
The researcher used student team achievement division (STAD) technique. It can be improved the students’ ability in writing skill. The
topic is describing tourism place, the procedure as below: a. Planning
In this stage, the researcher planned the action would be done by using and applying STAD technique in teaching writing skill. The activity in the planning was presented as below:
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2) Preparing material, making the lesson plan and design the steps in doing the action.
3) Preparing teaching material with the theme “describing tourism place" (for example: Powerpoint, LCD, a sheet of paper).
4) Preparing students’ and teachers’ observation checklist of the cycle I.
5) Preparing the pre-test and post-test of the cycle I. 6) Preparing student attendance list and scoring of cycle I b. Acting
In this section, the researcher did the teaching-learning process. The teaching-learning process will be led by the teacher. In the acting section as the section of implementation the preparation, the researcher presented as below:
1) Giving pre-test to students.
2) The teacher explains the material about descriptive text, generic structure, and feature of the descriptive text.
3) Giving some example of descriptive text with the theme “describing tourism place” based on identification descriptive
text.
4) Asking the students to make a group consist of 4 or 5 people. 5) Asking the students to discuss and make descriptive text about
“describing tourism place” with their group.
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7) Giving the students some quizzes.
8) Asking the students to finish their quizzes.
9) Giving correction and feedback to the student’s answer. 10) At the end of the lesson, giving post-test for the students. c. Observing
The researcher observed students and teacher activities by using the observation checklist.
d. Reflecting
1) The researcher evaluated the activities that have been done. 2) The researcher and the teacher discussed to make a reflection
about what should they do to solve the problems.
3) Analyzing the data from the observation checklist and students’ score of the pre-test and post-test in the cycle I.
2. Cycle II
The second cycle is done based on the result of reflection from the first cycle. If the result from observation showed that the quality of the students was still low, it is needed for another action in order to make improvement of the quality for the next cycle. The topic is same with cycle I. The procedures are as follow:
a. Planning
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1) The researcher identifies the problem and makes the solution to the problems.
2) Preparing material, making the lesson plan and design the steps in doing the action.
3) Preparing teaching material with the theme “describing historical place" (for example: Powerpoint, LCD, a sheet of paper).
4) Preparing students’ and teachers’ observation checklist of the cycle II.
5) Preparing the pre-test and post-test of the cycle II. 6) Preparing student attendance list and scoring of cycle II. b. Acting
In this section, the learning process is led by the teacher. In cycle II acting is quite similar to the cycle I. The activities of the cycle II in acting included:
1) Giving pre-test to students.
2) The teacher explains the material about descriptive text, generic structure, and feature of the descriptive text.
3) Giving some example of descriptive text with the theme “describing historical place” based on identification descriptive
text.
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5) Asking the students to discuss and make descriptive text about “describing historical place” with their group.
6) Asking the students to present their task. 7) Giving the students some quizzes.
8) Asking the students to finish their quizzes.
9) Giving correction and feedback to the student’s answer. 10) At the end of the lesson, giving post-test for the students. c. Observing
The researcher observed the students by observation checklist. d. Reflecting
1) The researcher evaluated the activities that have been done. 2) The researcher and the teacher discussed to make a reflection
about what should they do to solve the problems.
3) Analyzing the data from the observation checklist and students' score of the pre-test and post-test in cycle II.
Next cycle III will happen when the cycle II is failed. 3. The Minimal Standard of Successful
49 CHAPTER IV
RESEARCH FINDINGS AND DATA ANALYSIS
This chapter focused on analyzed the collected data. The researcher collected the data from tenth-year students of SMA Muhammadiyah (Plus) Salatiga. The researcher was given the details of the findings. This chapter is likely the main discussion of the research conducted. It displayed the finding of the collected data since in the beginning until the end of the research. The findings consist of the result of the cycle I and cycle II. The two cycles are the treatments of the implementation in using student team achievement technique to improve writing skill in descriptive text.
A. The Result of the Research
The research of this classroom action research consists of two cycles, each cycle consists of planning, acting, observing, and reflecting. The whole steps of this research would be explained in the descriptive below:
1. Research Finding
The research consists of two cycles, each cycle consists of planning, acting, observing and reflecting. The whole steps of this research would be explained in the description below:
a. Cycle I 1) Planning
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a) English Syllabus of Senior High School
English syllabus is an important guidance to arrange the lesson plan. The researcher used English syllabus of SMA Muhammadiyah (Plus) Salatiga(see appendix).
b) Lesson Plan
The researcher used the lesson plan to manage and control the teaching and learning process in this research. It is proposed to manage the time and activities during the teaching and learning process in the class (see appendix).
c) Observation checklist
Observation checklist was organized to know the students’ and teachers’ activities during the teaching and
learning process (see appendix). d) Material
The material of writing skill is descriptive text which consists of the definition, generic structure, grammatical features and example of descriptive text.
e) Teaching aid
51 f) Pre-test and post-test
The researcher used pre-test and post-test in her action. The pre-test and post-test was done before and after using student team achievement division (STAD) as a technique to know the students' writing ability in descriptive text (see appendix)
2) The Implementation of action
The action of the cycle I was conducted on Thursday, 26th July, Tuesday, 31stJuly, and Thursday, 2nd August 2018 in SMA Muhammadiyah (Plus) Salatiga. The teacher is Mrs. Farrah Zakiyah Anwar and the researcher rolled as an observer. The researcher conducted the cycle I into three parts.
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today?”.Then, The students answered “Good morning miss. I’m fine thanks, and you?”.“I’m fine too, thank you” said the teacher.
The teacher checked the students' attendance list (see appendix). After checked the attendance list the teacher gave a sheet of pre-test about describing “tourism place” for the students. She asked the students to do the test by themselves and they were allowed to open the dictionary.
When the students were doing the pre-test, the teacher walked around the class to check the students along doing the test. They looked so confused to start their writing. They did not know how to start. CCA who in the inside class asked the teacher “what should I do with this task, miss?”. The teacher answered, “you
have to make a descriptive text about your favorite tourism place
into 10 sentencesminimally”. “Yes miss, I get it," said the students. Two boys who sit in the middle of the class did not focus even they were joking and laughing at each other. There was a girl "DKN" looked unhealthy but she still did the test “are you okay, if you are
unhealthy you can go to the UKS”asked the teacher. “No miss, I feel sleepy. Can I go to the toilet?” answered the student. “Yes, you can, in 5 minutes back to the class again, please!”.Only one boy,
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pre-test, some students got difficulties to arrange the grammatical features. They confused to choose the proper vocabulary.
The second part is treatment. It was conducted on Tuesday, July 31st, 2018. In the class, the researcher observed the students’ and the teacher’ activities during the teaching and learning process.
The researcher had a partner to take photos and short videos for documentation.
At the beginning of the lesson, the teacher introduced STAD technique to the students. The teacher showed power point through LCD projector afterward gave the students explanation about descriptive text. Then, the teacher divided the students into the group which is consists of 4 students to do the answer sheet in the team and asked them to make descriptive text about describing “tourism place”. In this phase, team/group members’ tasks were
mastering the material that presented the discussion. The teacher asked the VRHgroups to present their discussion. By doing this, hopefully, they could work in the team, to practice the skill being taught and to assess themselves and their teammate, share their knowledge and try to solve the problem together during team work. So, they could apply the structure of descriptive text well.
The teacher asked AS groups’ to presented their discussion.
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member of groups’ have done presented their. After that, the teacher corrected the students’ answer of discussion sheet after they
are presented, most of them wrote the correct answered.
The teacher made sure that all of the students understood the material and then given them a quiz sheet in order to answer it. They should do the instruction on the worksheet with her/his self in their own words. In this quiz, the students were not permitted to help each other. Thus, every student was individually responsible for knowing the material. After the students did the quiz, it continued by giving a reward. In this phase, the researcher analyzed the team' result and given reward for the team who got better score. the winner of the quiz and the students who are active and engaged in class is VRH groups’. The reward was some snacks that have been prepared by the researcher before. The students really enjoyed with STAD technique. The teacher gave feedback. CCA asked the teacher “Miss, is Monas located in Jakarta?”. The teacher
answered “yes, that is right Monas is located in Jakarta”. CCA gave thank to the teacher which answered by the teacher directly. Then, the teacher closed the class by saying “We will continue our lesson by tommorowon Thursday at 01.45 p.m. with Mrs. Okta. So,
let’s close our class by saying hamdalah together”.All of the
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The last part in this cycle was post-test. The teacher gave post-test on Thursday, 2nd August 2018 at 01.45 p.m. to write descriptive text about describing favorite tourism place min. 10 sentences. The teacher gave the students’ answer sheet and asked
the students to do the test by themselves. The teacher monitored the students’ activities along the test. There were BS and AS who did
not bring a pen and made the noise in the classroom. The teacher gave warming them not to make noise in the class. “is there anyone who has double pen? Can you lend BSand ASyour pen?”. ” Yes,
miss” said RF. After the time was up, the teacher collected the
students' worksheet, then the teacher closed the meeting by saying “thank you for your participation. I am very happy with your
activity in the class. How about you, did you happy with my
class?”. The students replied, “Yes, miss”. Teacher “So, let’s close
by saying alhamdalah together.”
“Alhamdulillahirrabbil’alamin”(teacher and students). Teacher “wassalamua’alaikum wr.wb”.“wa’alamualaikum wr.wb” said the
students.
3) Observation
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during teaching and learning process. The purpose of this activity was to evaluate the teaching and learning process, collected the data and monitored the class.
Table 4.1 Form the Result of Students’ Observation Checklist Cycle I
No The Students’
2 Asking question √ Few students who asking
3 Responding to
Table 4.2 Form of Result Teachers’ Observation Checklist Cycle I
No The Teachers’
√ The teacher greeted the students and students answered the greeting. Then
they are prayed together
2 Checking student
attendant
57 3 Reminding
previous material
√ The teacher immediately explain the current material
4 Giving an
explanation of the
material
√ The teacher explained the material, she used mix language, Indonesia
and English Language
5 Use of STAD
Technique to teach
writing descriptive
text
√ The teacher used a design of STAD
technique and in accordance with the
material which showed to the
students
6 Giving opportunity
for asking question
√ The teacher gave time to the students about everything to asked question
7 Answer the
students' question
√ The teacher answered the students' questions related to the topic
8 Help student’s
difficulties during
learning
√ Teacher helped students to solve the difficulties
9 Giving feedback
after the lesson
√ The teacher gave feedback to the result of the learning
10 Praying after the
lesson
√ The teacher and the students'prayed together after the lesson
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organization, vocabulary, language use, and mechanics. Each aspect of writing test gave the point that divided into excellent to very good, good to average, fair to poor, and very poor.The researcher analyzed the data pre-test and post-test. The calculation and result of both tests are presented below:
a) The Score of Pre-test and Post-test Cycle I
Table 4.3 The Students’ Score of Pre-Test and Post-Test Cycle I
